Dr. Fayaz A. Soomro
Pakistan stands at a defining moment. With more than sixty percent of its population under the age of thirty, the country carries both a promise and a pressure that cannot be ignored. Each year, millions of young people step into the labour market with hope, yet many find themselves without meaningful opportunities. Data from the World Bank and the Pakistan Bureau of Statistics consistently point to a troubling reality: unemployment and underemployment among youth remain high, not simply because jobs are scarce, but because the skills being developed do not align with what the economy actually needs. At the heart of this challenge lies Pakistan’s Technical and Vocational Education and Training sector, a system that holds immense potential but has yet to fully deliver on it.
For years, the sector has been caught in a cycle of fragmentation and limited coordination. Different institutions operate in silos, often with overlapping responsibilities and varying standards. Training programmes, though well intentioned, frequently fail to reflect real market demands. The result is a quiet but persistent disconnect where industries struggle to find skilled workers, while young individuals struggle to find work. It is a gap that not only affects livelihoods but also slows national progress.
It is within this reality that efforts to reform skills development take on real meaning. My work with NAVTTC has been guided by a simple but critical question: how can training in Pakistan become more relevant, more practical, and more connected to opportunity? The development of nearly eighty-four Competency Based Training (CBT) curricula under the National Vocational Qualifications Framework was one attempt to respond to this question in a structured way.
This effort was not carried out in isolation. With the support of the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) and the collective input of industry experts and training professionals from across the country, the focus shifted from teaching what is convenient to teaching what is needed. Competency based training, at its core, is about preparing individuals for real tasks in real environments. It moves beyond textbooks and places emphasis on what a person can actually do. It defines clear standards, links learning with practice, and ensures that assessment reflects genuine ability rather than memorized knowledge.
Around the world, countries that have taken skills seriously have seen tangible results. In Germany, young people move seamlessly between classrooms and workplaces, gaining both understanding and experience. In China, vocational training has been closely tied to economic priorities, allowing the workforce to evolve alongside industry. Philippines has demonstrated how a well-structured system can open doors not only within the country but also beyond its borders. These examples show that when skills development is treated as a national priority, it becomes a powerful tool for transformation.
Pakistan’s journey, however, is still unfolding. One of the most pressing gaps remains the limited involvement of industry in training processes. Without direct input from employers, programmes risk losing relevance. Apprenticeships and workplace exposure, which are essential for building confidence and competence, are still not widely institutionalized. Strengthening this connection is not an option; it is a necessity.
At the same time, the pace of change in the global economy demands constant adaptation. New fields such as renewable energy, automation, and digital technologies are reshaping the nature of work. Training systems must keep up with this change, not react to it after the fact. The curricula developed under the National Vocational Qualifications Framework provide a starting point, but they must continue to evolve if they are to remain meaningful.
Another reality that cannot be overlooked is the role of instructors. Behind every effective training programme is a capable trainer. When instructors lack exposure to modern practices, even the best designed curricula lose their impact. Investing in their development is, therefore, an investment in the entire system.
There is also a more subtle challenge that exists beyond policy and infrastructure. In many parts of Pakistan, vocational training is still seen as a second choice, something to turn to when other paths are no longer available. This perception has real consequences. It discourages young people from pursuing skills that could lead to stable and dignified livelihoods. Changing this mindset requires more than policy reform; it requires telling stories, demonstrating outcomes, and showing that skills are not a compromise but a pathway.
One such story is that of Mr. Riaz Soomro, a young man from a rural background who, like many others, faced uncertainty about his future. With limited opportunities and no clear direction, his prospects were constrained. Through guidance and support, he was able to receive professional driving training through the National Highways & Motorway Police in Sukkur. What followed was not a miracle, but a process. He learned, practiced, and gradually built his confidence.
Today, he works as a professional driver, earning a stable income and supporting his family with dignity. His journey is simple, but it carries a powerful message. It shows that when individuals are given the right skills and a fair opportunity, they do not remain dependent; they become contributors. His story is not an exception; it is an example of what is possible.
This is why the conversation around Technical and Vocational Education and Training must move beyond institutions and policies and return to people. At its core, it is about enabling individuals to lead better lives. It is about giving young people the tools to stand on their own feet and participate meaningfully in the economy.
Pakistan does not lack talent. It does not lack ambition. What it needs is a system that can connect these qualities with opportunity. A well-functioning TVET sector can reduce unemployment, support industry, and strengthen social stability. It can turn a growing population into a productive force rather than a missed opportunity.
The path forward requires commitment, coordination, and a willingness to learn from what works elsewhere while adapting it to local realities. The reforms already initiated are steps in the right direction, but they must be sustained and expanded.
If one young man from a rural village can change his life through access to skills and opportunity, there is little reason to believe that millions of others cannot do the same. The real question is whether the system will rise to meet that possibility.
(The author has served the TVET Sector of Pakistan. He can be reached at fayyazasoomro@gmail.com
